Pub Date : 2022-01-06DOI: 10.1109/ICEIT54416.2022.9690727
Zhipeng Li
Globalization is an important trend in the development of higher education in the world, which is generally recognized and highly valued by all countries in the world. Under the background of economic globalization, engineering universities need to establish strategic partnerships around the world to seek further development. Universities need to cultivate talents with international vision and cross-cultural communication ability to adapt to the changing global working environment, and to improve the teaching and scientific research level so as to cultivate high-quality talents who can adapt to the global environment. Combining with the goal of international talents training in engineering universities, the author puts forward that only by effectively integrating foreign high-quality educational resources into the whole process of teaching and research, carrying out joint training of high-level talents and joint scientific research, actively participating in or taking the lead in organizing major international and regional scientific plans and projects, creating a good international teaching and research environment, and enhancing the attraction of foreign excellent teachers and high-level international students can the openness of Chinese engineering universities be effectively improved.
{"title":"Research on the Path of Education Globalization in Engineering Universities of China","authors":"Zhipeng Li","doi":"10.1109/ICEIT54416.2022.9690727","DOIUrl":"https://doi.org/10.1109/ICEIT54416.2022.9690727","url":null,"abstract":"Globalization is an important trend in the development of higher education in the world, which is generally recognized and highly valued by all countries in the world. Under the background of economic globalization, engineering universities need to establish strategic partnerships around the world to seek further development. Universities need to cultivate talents with international vision and cross-cultural communication ability to adapt to the changing global working environment, and to improve the teaching and scientific research level so as to cultivate high-quality talents who can adapt to the global environment. Combining with the goal of international talents training in engineering universities, the author puts forward that only by effectively integrating foreign high-quality educational resources into the whole process of teaching and research, carrying out joint training of high-level talents and joint scientific research, actively participating in or taking the lead in organizing major international and regional scientific plans and projects, creating a good international teaching and research environment, and enhancing the attraction of foreign excellent teachers and high-level international students can the openness of Chinese engineering universities be effectively improved.","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"413 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127126843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1109/iceit54416.2022.9690728
Mirela Muller
{"title":"Fast Mapping, an Indicator of the Acquisition of German as a Foreign Language in Bilingual Families: A Case Study","authors":"Mirela Muller","doi":"10.1109/iceit54416.2022.9690728","DOIUrl":"https://doi.org/10.1109/iceit54416.2022.9690728","url":null,"abstract":"","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124890573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1109/ICEIT54416.2022.9690717
Xuefen Zhang, L. Su, Xiaodan Chen, Yansong Yang
In this paper, a teaching model based BOPPPS has been proposed to enhance teaching quality and learning outcomes. This study aims to explore the method of how to apply the BOPPPS (Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) into in-person &online blend teaching mode of engineering courses in higher education. This paper proposes specific ideas and methods for integrating BOPPPS teaching methods, and gives specific steps and strategies for specialized course teaching mode construction to effectively serve new teaching models such as in-person and online blend teaching. The teaching model in this paper promotes the reform of teaching concepts and the achievement of teaching goals, which can help teachers disassemble and analyze the teaching process and find blind spots in their teaching to improve their teaching quality and students' learning outcomes.
{"title":"The Method of Integrating BOPPPS into In-Person & Online Blend Teaching Mode of Engineering Courses in Higher Education","authors":"Xuefen Zhang, L. Su, Xiaodan Chen, Yansong Yang","doi":"10.1109/ICEIT54416.2022.9690717","DOIUrl":"https://doi.org/10.1109/ICEIT54416.2022.9690717","url":null,"abstract":"In this paper, a teaching model based BOPPPS has been proposed to enhance teaching quality and learning outcomes. This study aims to explore the method of how to apply the BOPPPS (Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) into in-person &online blend teaching mode of engineering courses in higher education. This paper proposes specific ideas and methods for integrating BOPPPS teaching methods, and gives specific steps and strategies for specialized course teaching mode construction to effectively serve new teaching models such as in-person and online blend teaching. The teaching model in this paper promotes the reform of teaching concepts and the achievement of teaching goals, which can help teachers disassemble and analyze the teaching process and find blind spots in their teaching to improve their teaching quality and students' learning outcomes.","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126110329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1109/ICEIT54416.2022.9690736
A. Pearce
Since succumbing to the inevitable COVID-19 and its mutating variants, social networking sites have stated a claim in educational practices, causing academic institutions and educationalists to engage in these platforms for learning and teaching and adding to the qualities or abnormalities of their academic experiences. This study explores how social networking sites such as Facebook influence academic experiences and qualities among teachers and students. This study examines Facebook as a learning and teaching platform to determine its quality of education. This study reviews previous literature investigating the impacts of social networking sites and how such usage implicates or substantiates learning while maneuvering and functioning vicariously amid ongoing covid situations. Davis' Technology Acceptance Model is used as the theoretical grounding to show how adopting and accepting socially-oriented technologies like Facebook as a learning and teaching platform are persuaded by their perceived ease of usefulness and ease of use. The technology acceptance model will provide insight into the significance of students' educational engagements in social networking infrastructures and platforms for personal gain. However, because of students heightened presence and comfortability with usage and navigation of social networking sites, and being compelled into online-blended learning, the adoption of social networking sites for educational practices and procedures warrants investigation to determine the impacts of academic qualities. Limitations and future suggestions are discussed.
{"title":"Social Networking Sites Stating Claim in Educational Practices While Losing the Battle to COVID-2019 and Onward Situations","authors":"A. Pearce","doi":"10.1109/ICEIT54416.2022.9690736","DOIUrl":"https://doi.org/10.1109/ICEIT54416.2022.9690736","url":null,"abstract":"Since succumbing to the inevitable COVID-19 and its mutating variants, social networking sites have stated a claim in educational practices, causing academic institutions and educationalists to engage in these platforms for learning and teaching and adding to the qualities or abnormalities of their academic experiences. This study explores how social networking sites such as Facebook influence academic experiences and qualities among teachers and students. This study examines Facebook as a learning and teaching platform to determine its quality of education. This study reviews previous literature investigating the impacts of social networking sites and how such usage implicates or substantiates learning while maneuvering and functioning vicariously amid ongoing covid situations. Davis' Technology Acceptance Model is used as the theoretical grounding to show how adopting and accepting socially-oriented technologies like Facebook as a learning and teaching platform are persuaded by their perceived ease of usefulness and ease of use. The technology acceptance model will provide insight into the significance of students' educational engagements in social networking infrastructures and platforms for personal gain. However, because of students heightened presence and comfortability with usage and navigation of social networking sites, and being compelled into online-blended learning, the adoption of social networking sites for educational practices and procedures warrants investigation to determine the impacts of academic qualities. Limitations and future suggestions are discussed.","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125652459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1109/ICEIT54416.2022.9690723
Meixiu Zhou, Zhu Yin, Hanying Chen
With the goal of training research-oriented and application-oriented innovative talents for society, this paper puts forward a “three-stage and two-type” talent training system for undergraduates with comprehensive university features and studies the multi-level practical teaching mode under this system. First, we introduce the basic structure of the “three-stage and two-type” talent training system, which cultivates students through three levels according to the difficulty, and divides students into two development directions according to students' interests. Then we explore the multi-level practice teaching mode under the system of “three-stage and two-type”. Based on the provincial experimental platform, provincial project center and practice base, we form a multi-level and diversified practice teaching environment. The goal of our research is to improve the basic analysis, engineering design, comprehensive application and scientific research capabilities of electronic information major students, and to be practical and innovative talents.
{"title":"Research and Exploration on The “Three-Stage And Two-Type” Practical Talent Training System for Electronic Information Major","authors":"Meixiu Zhou, Zhu Yin, Hanying Chen","doi":"10.1109/ICEIT54416.2022.9690723","DOIUrl":"https://doi.org/10.1109/ICEIT54416.2022.9690723","url":null,"abstract":"With the goal of training research-oriented and application-oriented innovative talents for society, this paper puts forward a “three-stage and two-type” talent training system for undergraduates with comprehensive university features and studies the multi-level practical teaching mode under this system. First, we introduce the basic structure of the “three-stage and two-type” talent training system, which cultivates students through three levels according to the difficulty, and divides students into two development directions according to students' interests. Then we explore the multi-level practice teaching mode under the system of “three-stage and two-type”. Based on the provincial experimental platform, provincial project center and practice base, we form a multi-level and diversified practice teaching environment. The goal of our research is to improve the basic analysis, engineering design, comprehensive application and scientific research capabilities of electronic information major students, and to be practical and innovative talents.","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121840590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1109/ICEIT54416.2022.9690749
Yan Yang
This study focuses on kindergarten teachers' consciousness and action of autonomous professional development. Semi-structured interviews were conducted with 10 teachers from a public kindergarten in Shanghai to elicit their perspectives. It was found that teachers with a strong consciousness of autonomous development actively participate in various learning activities in order to facilitate their professional growth, while teachers lacking that consciousness have negative attitudes toward training and learning opportunities. Based on the findings, cooperative learning in the professional learning community and reflective teaching could help strengthen kindergarten teachers' consciousness of autonomous professional development and facilitate positive actions to achieve development.
{"title":"Kindergarten Teachers' Consciousness and Action of Autonomous Professional Development","authors":"Yan Yang","doi":"10.1109/ICEIT54416.2022.9690749","DOIUrl":"https://doi.org/10.1109/ICEIT54416.2022.9690749","url":null,"abstract":"This study focuses on kindergarten teachers' consciousness and action of autonomous professional development. Semi-structured interviews were conducted with 10 teachers from a public kindergarten in Shanghai to elicit their perspectives. It was found that teachers with a strong consciousness of autonomous development actively participate in various learning activities in order to facilitate their professional growth, while teachers lacking that consciousness have negative attitudes toward training and learning opportunities. Based on the findings, cooperative learning in the professional learning community and reflective teaching could help strengthen kindergarten teachers' consciousness of autonomous professional development and facilitate positive actions to achieve development.","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117210864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1109/ICEIT54416.2022.9690757
Sho Ooi, Takeshi Goto
The aim of our study has been developing a reflection system for improving the teaching skills of beginner teachers. Beginner teachers are lower teaching skills than expert teachers because of few teaching experiences in an actual classroom. They experience a lecture in a real classroom and observe other teachers' classes to improve their skills. Particularly in-class observation, beginner teachers, do not know where to focus their attention in observing classes. This study analyzes the differences in observations between beginner and expert teachers from two perspectives: egocentric visions and text analysis. As for the results, this study first discusses the analysis of the egocentric visions. Experienced teachers focused on each student, while beginner teachers looked at the overall atmosphere of the class. Next, this study describes the analysis by text. The experienced teachers focused on the interaction between the pupils and the teacher, while the beginner teachers focused on using the blackboard.
{"title":"Analyzation of Class Observation Different between Expert Teachers and Beginner Teachers","authors":"Sho Ooi, Takeshi Goto","doi":"10.1109/ICEIT54416.2022.9690757","DOIUrl":"https://doi.org/10.1109/ICEIT54416.2022.9690757","url":null,"abstract":"The aim of our study has been developing a reflection system for improving the teaching skills of beginner teachers. Beginner teachers are lower teaching skills than expert teachers because of few teaching experiences in an actual classroom. They experience a lecture in a real classroom and observe other teachers' classes to improve their skills. Particularly in-class observation, beginner teachers, do not know where to focus their attention in observing classes. This study analyzes the differences in observations between beginner and expert teachers from two perspectives: egocentric visions and text analysis. As for the results, this study first discusses the analysis of the egocentric visions. Experienced teachers focused on each student, while beginner teachers looked at the overall atmosphere of the class. Next, this study describes the analysis by text. The experienced teachers focused on the interaction between the pupils and the teacher, while the beginner teachers focused on using the blackboard.","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127426592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1109/ICEIT54416.2022.9690754
Yi-Hsien Chen, N. Huang, J. Tzeng, Chia-An Lee, You-Xuan Huang, Hao-Hsuan Huang
MOOCs has a great impact on nowadays educational strategies. MOOCs enable global learners to learn without time and space constraints, allowing distinct learning characteristics when participating in online courses. Overwhelmed by complicated learning resources, a problem named “information overload” was widely discussed in online education. AI-based Recommender System, which is recognized as the powerful solution to improve resource acquisition via customized supply, has been regarded as an assistant in online learning by giving personalized learning strategies. In this paper, a Personalized Learning Path Recommender System with LINE Bot is proposed to meet personal preferences on path of learning. A LSTM model is built to consider video-watching preference features, clusters of students and learning paths to recommend personal learning path suitable for each student. Related recommendation contents and prediction results will be received by users through in-time LINE massages, achieving the goal of making in-time and active recommendations. From the evaluation part, F1-score of the proposed Learning Path Prediction Model is 0.8, indicating this model has a certain degree of accuracy. On the other hand, the proposed system is used in two courses of NTHU Cloud to give personalized learning path guidance. The experimental results demonstrate that learning path recommendations will help students have stronger learning willingness to keep learning, and help plan proper study steps to fulfill their own learning needs. On the other hand, this system provides another way except examinations to make judgements about one's learning status, and most learners agree that this kind of recommendations is helpful to review unfamiliar concepts and catch up with others.
{"title":"A Personalized Learning Path Recommender System with LINE Bot in MOOCs Based on LSTM","authors":"Yi-Hsien Chen, N. Huang, J. Tzeng, Chia-An Lee, You-Xuan Huang, Hao-Hsuan Huang","doi":"10.1109/ICEIT54416.2022.9690754","DOIUrl":"https://doi.org/10.1109/ICEIT54416.2022.9690754","url":null,"abstract":"MOOCs has a great impact on nowadays educational strategies. MOOCs enable global learners to learn without time and space constraints, allowing distinct learning characteristics when participating in online courses. Overwhelmed by complicated learning resources, a problem named “information overload” was widely discussed in online education. AI-based Recommender System, which is recognized as the powerful solution to improve resource acquisition via customized supply, has been regarded as an assistant in online learning by giving personalized learning strategies. In this paper, a Personalized Learning Path Recommender System with LINE Bot is proposed to meet personal preferences on path of learning. A LSTM model is built to consider video-watching preference features, clusters of students and learning paths to recommend personal learning path suitable for each student. Related recommendation contents and prediction results will be received by users through in-time LINE massages, achieving the goal of making in-time and active recommendations. From the evaluation part, F1-score of the proposed Learning Path Prediction Model is 0.8, indicating this model has a certain degree of accuracy. On the other hand, the proposed system is used in two courses of NTHU Cloud to give personalized learning path guidance. The experimental results demonstrate that learning path recommendations will help students have stronger learning willingness to keep learning, and help plan proper study steps to fulfill their own learning needs. On the other hand, this system provides another way except examinations to make judgements about one's learning status, and most learners agree that this kind of recommendations is helpful to review unfamiliar concepts and catch up with others.","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131072733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1109/ICEIT54416.2022.9690743
Li Li, Guanghua Wang
Based on the OBE (Outcome-based education) concept, the “Six in One” teaching mode is constructed with the language education for preschool children as the carrier, forming the “three-dimensional” and “three-stage” course objectives, progressive and modular course content step by step, and teaching methods that meet the standard professional requirements. “Binary and three-segment” intelligent teaching means, focusing on goal achievement, process and diversified course evaluation, adhering to the integration of production and education, and building a team of double-qualified teachers.
以OBE (outcomes Based education)理念为基础，以学前儿童语言教育为载体，构建“六合一体”教学模式，形成“立体化”、“三阶段”的课程目标，循序渐进、模块化的课程内容，符合标准专业要求的教学方法。“二元三段式”智能化教学手段，注重目标实现、过程化和多元化课程评价，坚持产教一体化，建设双师型教师队伍。
{"title":"Exploration and Practice of “Six in One” Teaching Mode Based on OBE Concept— Take “Language Education for Preschool Children” as an Example","authors":"Li Li, Guanghua Wang","doi":"10.1109/ICEIT54416.2022.9690743","DOIUrl":"https://doi.org/10.1109/ICEIT54416.2022.9690743","url":null,"abstract":"Based on the OBE (Outcome-based education) concept, the “Six in One” teaching mode is constructed with the language education for preschool children as the carrier, forming the “three-dimensional” and “three-stage” course objectives, progressive and modular course content step by step, and teaching methods that meet the standard professional requirements. “Binary and three-segment” intelligent teaching means, focusing on goal achievement, process and diversified course evaluation, adhering to the integration of production and education, and building a team of double-qualified teachers.","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126371255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1109/ICEIT54416.2022.9690755
S. Rao, Jun Hong, Mingshan Lv
In order to thoroughly implement the general requirement of the military education policy of the new era, “Leading morals and educating people for war”, aim at the transformational challenges of the Intelligence and Electronic Warfare Department's duty, equipment and military training during the education process of warship Intelligence and Electronic Warfare command, based on the CEB Theory, this article establishes the guiding ideology for the actual combat teaching reform of the Intelligence and Electronic Warfare command major, proposes specific actual combat reform measures around the optimization of teaching content, the innovation of teaching and assessment methods and the training of teaching staff and forms the construction achievement with distinct characteristics of actual combat. The achievement has a good demonstration effect and broadly promotional value for the actual combat teaching reform of military command major.
{"title":"Exploration on Actual Combat Teaching Reform of the Warship Intelligence and Electronic Warfare Command Major Based on CBE Theory","authors":"S. Rao, Jun Hong, Mingshan Lv","doi":"10.1109/ICEIT54416.2022.9690755","DOIUrl":"https://doi.org/10.1109/ICEIT54416.2022.9690755","url":null,"abstract":"In order to thoroughly implement the general requirement of the military education policy of the new era, “Leading morals and educating people for war”, aim at the transformational challenges of the Intelligence and Electronic Warfare Department's duty, equipment and military training during the education process of warship Intelligence and Electronic Warfare command, based on the CEB Theory, this article establishes the guiding ideology for the actual combat teaching reform of the Intelligence and Electronic Warfare command major, proposes specific actual combat reform measures around the optimization of teaching content, the innovation of teaching and assessment methods and the training of teaching staff and forms the construction achievement with distinct characteristics of actual combat. The achievement has a good demonstration effect and broadly promotional value for the actual combat teaching reform of military command major.","PeriodicalId":285571,"journal":{"name":"2022 11th International Conference on Educational and Information Technology (ICEIT)","volume":"649 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122960307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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